Education Methven Primary School 2014 + Aims of this PD Start a journey of thinking and discussion about Gifted and Talented Education at MPS To understand the Components of gifted and talented education To develop school wide criteria for selecting children for GATE To understand the difference between a Creative Learner, Gifted Learner and a High Achiever.
+ Components of G&T Education Five key components to a G&T Programme 1. The concept of giftedness and talent 2. Characteristics of G&T students 3. How to identify them (G&T register) 4. Programmes for these students 5. Ongoing self-review + 5. Self-review How well is Methven Primary meeting the needs of our gifted and talented students?
Do we have a shared understandings about what gifted and talented means, and how our students can be identified? In our classrooms are we implementing good-quality differentiated teaching for our gifted and talented students? How are we ensuring positive outcomes for our gifted and talented students?
Self-review is ongoing and these questions should be reflective in our classroom practice and as a whole staff + 1. Conceptualising Giftedness and Talent
Many theories and definitions of G & T have been developed - there is no universally accepted theory or definition. As a school we need to come up with our own understanding and belief about G&T students. Do we believe that there is a need to develop a programme for children who have characteristics as a Gifted Learner? Are we on the same page?
+ 2. Characteristics of Gifted and Talented https://www.youtube.com/watch?v=Omx_iLtMjZAn New Zealand policy makers and researchers have developed useful sets of criteria that schools can use as a framework for developing definitions: reflect a multi-categorical approach that includes an array of special abilities (beyond peers) eg. Intellectual, cultural, creative, social and leadership abilities, physical, emotional and spiritual qualities, and abilities in the visual and performing arts. Recognise that a students gifts and talents will emerge at times and in circumstances that are unique to that student environmental factors important Identification should be continuous and ongoing students abilities and personalities change
+ Different Types of Giftedness The Successful Gifted The Creative Gifted The Underground Gifted The At-risk Gifted The Twice/Multi-exceptional Gifted The Autonomous Learner
+ Betts and Neihart (1988) propose six profiles of gifted and talented students. The Successful Gifted These students achieve highly at school and are the group most likely to be identified as gifted and talented. They are conforming, eager for the approval of others, and perfectionistic. They lack autonomy and assertiveness and avoid taking risks. The Creative Gifted These students are highly creative but frustrated, bored, questioning, and sometimes rebellious. They do not conform to the school system and often challenge school rules and conventions. The Underground Gifted These students deny their abilities in order to fit in. They may be insecure, shy, and quiet, avoid taking risks, and resist challenges. Many are never identified as gifted.
Different Types of Giftedness + The At-risk Gifted These students are resentful and angry because they feel that the system has failed to meet their needs. They are often perceived as rebellious loners and can be disruptive or withdrawn. Their schoolwork is inconsistent, and their levels of achievement fall well below their ability. The Twice/Multi-exceptional Gifted These students are gifted but also have a physical or sensory disability or a learning difficulty. Often their giftedness goes unrecognised because people fail to see past their disability. They can become angry and frustrated and may feel powerless. The Autonomous Learner These students are confident, independent, and self-directed. They are intrinsically motivated and willing to take risks. They set goals for themselves and take responsibility for their own learning. + Teacher Screening Checklist In folders is a teacher screening checklist. A couple of minutes to fill in this
+ High Achiever vs Gifted vs Creative Envelops with range of criteria to put under each category Discuss Look at 2012 G&T Register and own Class Screening Checklists Are their overlaps? Look at differentiation of classroom programme To identify students for GATE (one day school) want the gifted category into creative.